C R I T I C A L T H I N K I N G R U B R I C f o r P B L

(for grades 6-12)

Critical Thinking Above
Opportunity at Below Standard Approaching Standard At Standard Standard
Phases of a Project
Launching the sees only superficial aspects of, or one point of identifies some central aspects of the Driving shows understanding of central aspects of the
Project: view on, the Driving Question Question, but may not see complexities or Driving Question by identifying in detail what
consider various points of view needs to be known to answer it and considering
Analyze various possible points of view on it
asks some follow-up questions about the topic
Driving or the wants and needs of the audience or users asks follow-up questions that focus or broaden
Question and of a product, but does not dig deep inquiry, as appropriate
Begin Inquiry asks follow-up questions to gain understanding
of the wants and needs of audience or product
users

Building Knowledge, is unable to integrate information to address attempts to integrate information to address integrates relevant and sufficient information
Understanding, and the Driving Question; gathers too little, too the Driving Question, but it may be too little, to address the Driving Question,gathered from
Skills: much, or irrelevant information, or from too too much, or gathered from too few sources; multiple and varied sources
few sources some of it may not be relevant thoroughly assesses the quality of information
Gather and
accepts information at face value (does not understands that the quality of information (considers usefulness, accuracy and credibility;
Evaluate evaluate its quality) should be considered, but does not do so distinguishes fact vs. opinion; recognizes bias)
Information thoroughly

Developing and accepts arguments for possible answers to the recognizes the need for valid reasoning and evaluates arguments for possible answers to
Revising Ideas and Driving Question without questioning whether strong evidence, but does not evaluate it the Driving Question by assessing whether
Products: reasoning is valid carefully when developing answers to the reasoning is valid and evidence is relevant and
uses evidence without considering how strong Driving Question sufficient
Use Evidence
it is evaluates and revises ideas, product prototypes justifies choice of criteria used to evaluate
and Criteria or problem solutions based on incomplete or ideas, product prototypes or problem solutions
relies on gut feeling to evaluate and revise
ideas, product prototypes or problem solutions invalid criteria revises inadequate drafts, designs or solutions
(does not use criteria) and explains why they will better meet
evaluation criteria

Presenting Products chooses one presentation medium without considers the advantages and disadvantages of evaluates the advantages and disadvantages of
and Answers to considering advantages and disadvantages of using different mediums to present a particular using different mediums to present a particular
Driving Question: using other mediums to present a particular topic or idea, but not thoroughly topic or idea
topic or idea explains choices made when answering the justifies choices made when answering the
Justify
cannot give valid reasons or supporting Driving Question or creating products, but Driving Question or creating products, by
Choices, evidence to defend choices made when some reasons are not valid or lack supporting giving valid reasons with supporting evidence
Consider answering the Driving Question or creating evidence recognizes the limitations of an answer to the
Alternatives & products understands that there may be alternative Driving Question or a product design (how it
Implications does not consider alternative answers to the answers to the Driving Question or designs for might not be complete, certain, or perfect) and
Driving Question, designs for products, or products, but does not consider them carefully considers alternative perspectives
points of view can explain some things learned in the can clearly explain new understanding gained
is not able to explain important new project, but is not entirely clear about new in the project and how it might transfer to
understanding gained in the project understanding other situations or contexts

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